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School SEN&D Information
Since 2015 the Government guidance concerning Special Educational Needs & Disability (SEN & D) has changed quite dramatically with a greater emphasis on parental and student involvement in setting targets, outcomes and the ways in which schools are advised or directed to achieve this. The designation of SEN & D has changed particularly affecting a student's inclusion in the two remaining categories of school support which are an Education & Health Care Plan (EHCP) or SEN Support. An EHCP replaces the Statement of Special Educational Needs and the new single level SEN support is defined as:
“…… intensive and personalised intervention which is required to enable the child/young person (CYP) to be engaged in learning. It will usually involve significant amounts of resource from the educational setting (approaching or exceeding the nationally prescribed threshold for schools and colleges, and SCARF funding for EYFS). Each CYP identified as SEN Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalised programme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement.”
(www.kelsi.org.uk KCC education website)
All legislation covering this can be found in the "Special educational needs and disability code of practice: 0-25 years” (2015) and on the KCC (Kelsi) website and elsewhere in this section there are booklets summarising key elements of the Code of Practice for both parents and young people.
At Chatham & Clarendon Grammar school we aim to support all categories of SEN & D and we have a proven track record of SEN & D students achieving as much or more progress than other students in the school.
The department offers expertise in supporting students diagnosed within the four categories of SEN & D as defined in the Code of Practice (2015) namely:
· Communication & Interaction – this includes speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD) including Asperger Syndrome
· Cognition & Learning including Specific learning difficulties (SpLD) such as dyslexia, dyscalculia and dyspraxia
· Social, emotional and mental health difficulties (SEMH) – this can range from withdrawal and isolation to challenging or disruptive behaviour, anxiety and depression and other mental health issues and disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder
· Sensory & Physical needs – vision impairment (VI), hearing impairment (HI) or multisensory impairment (MSI) and physical disability (PI).
The SEN&D Department at CCGS operates throughout the Key Stages and across all sites and is currently managed by Mrs Sarah Fowles (Key Stage 3), who is a Geography teacher and is completing her SENCo accreditation this year. Mrs Jennie Bogue is managing Key Stage 4 & 5 and has been a special needs teacher for many years and holds a Post Graduate Certificate in SpLD/Dyslexia (CCCU), AET (Autism Education Trust) tier/level 3 training, a Post Graduate Certificate in Developing Emotional Literacy and a Post Graduate Diploma in Enabling Learning (CCCU).
We have an office and student support room at both the Chatham and Clarendon sites and currently have a support team of two full time Teaching assistants, one part time Teaching Assistant and 2 part time Learning Mentors specialising in supporting students with Asperger Syndrome. In June 2016, an additional Learning Mentor (full time) will be joining the team. Student counselling can be accessed via the pastoral team including the senior tutors and heads of house.
We liaise, pre-transition, with feeder primary schools, parents/carers, other professional agencies and services to provide as full a ‘picture’ of students’ needs as possible which then dictates our in-school support and relevant information is provided to teaching staff. We access the Local Inclusion Forum Team (LIFT) for support, advice and guidance and through them the Specialist Teaching & Learning Service (STLS) where needed. The SENCos both attend update training on a regular basis.
Our team provides support as needed both in class and out of class and support, at present, 4 students with EHCPs with a primary need of ASD/Asperger Syndrome and also support a growing number of students with a diagnosis of Autism Spectrum Disorder in the school. We also support students with SpLD/dyslexia, ADHD, SEMH needs, Hearing and Visual Difficulties and other learning difficulties.
Students’ needs are assessed for Examination Access Arrangements in year 10 or earlier and applications made to the JCQ (Joint Council for Qualifications) for examination arrangements and appropriate support provided in examinations in collaboration with the school’s examinations officer. This includes assistive technology where this is a suitable provision.
Our support staff have completed regular in-service training and all teaching staff have recently completed inset training including the Inclusion Development Programmes SpLD/Dyslexia and Autism modules. All teaching staff have also (May 2015), attended bespoke Asperger Syndrome training provide by the Foreland School Specialist Teaching Outreach team
Useful websites and support groups:
www.dyslexia-east-kent.org.uk support group